Consultation Response Form Consultation closing date: 16 April 2013 Your comments must reach us by that date.

Reform of the National Curriculum in England: Consultation Response Form

Information provided in response to this consultation, including personal information, may be subject to publication or disclosure in accordance with the access to information regimes, primarily the Freedom of Information Act 2000 and the Data Protection Act 1998. If you want all, or any part, of your response to be treated as confidential, please explain why you consider it to be confidential. If a request for disclosure of the information you have provided is received, your explanation about why you consider it to be confidential will be taken into account, but no assurance can be given that confidentiality can be maintained. An automatic confidentiality disclaimer generated by your IT system will not, of itself, be regarded as binding on the Department. The Department will process your personal data (name and address and any other identifying material) in accordance with the Data Protection Act 1998, and in the majority of circumstances, this will mean that your personal data will not be disclosed to third parties. Please tick if you want us to keep your response confidential. Reason for confidentiality:

Emily Oliver Name Organisation (if applicable) British Red Cross 44 Moorfields Address: London EC2Y 9AL If your enquiry is related to the DfE e-consultation website or the consultation process in general, you can contact the Public Communications Unit by e-mail: consultation.unit@education.gsi.gov.uk or by telephone: 0370 000 2288 or via the Department's 'Contact Us' page.

Please tick one category that best describes you as a respondent Primary School Organisation representing school teachers Young Person Academy Teacher
Please Specify:

Secondary School Subject Association Higher Education Employer/Business Sector X Other

Special School Parent Further Education Local Authority

The British Red Cross Society is a charity incorporated by Royal Charter and recognised as a voluntary aid society, auxiliary to the public authorities in the humanitarian field. As such, we have an interest and significant experience in health and citizenship education.

Are you answering this consultation in response to particular subjects? Please tick all those that apply.
English art & design design & technology languages Not applicable Mathematics

X science
computing

X Citizenship X Geography
Music

X history X physical education

1 Do you have any comments on the proposed aims for the National Curriculum as a whole as set out in the framework document?
Comments: The British Red Cross is concerned at the omission in the aims of any reference to the importance of developing skills in order to be able to appropriately apply the core knowledge that pupils need to be educated citizens. The development of skills, attitudes and appropriate value-based behaviours are key processes in the development of young people and only through such development will young people have the confidence and ability to behave as educated citizens. Even in the second paragraph of the aims, which ventures beyond the National Curriculum, there is a distinct lack of mention of skills development. This should be a key integral process within the aims of National Curriculum.

2 Do you agree that instead of detailed subject-level aims we should free teachers to shape their own curriculum aims based on the content in the programmes of study?
Agree Disagree Not sure

Comments: We believe that guidance should be provided to give some consistency to standards whilst also allowing schools to appropriately shape their own curricula. The aims set out at the start of each subject section provide helpful clarity on exactly what should be achieved. However, we are concerned that they limit the content of the subjects in a way that strips out important nuance and detail. Moreover, the aims and the subject content sometimes fail to reflect what is covered in the purpose, which could be confusing for teachers and unhelpful for planning lessons. For example, the purpose of study for Citizenship states that it should prepare pupils to take their place in society.... Yet the aims, and indeed the subject content omit specific reference to developing decision-making skills, negotiation, teamwork and critical thinking. For PE, the purpose includes opportunities for pupils to become physically confident in a way that supports their health and fitness but fails to incorporate basic first aid in the aims or the subject content. Given the likelihood that someone could injure themselves during Physical Education, it would seem logical that first aid should be included.

We welcome the fact that application, understanding, skills and processes are referred to in the attainment targets in respect of the programmes of study but a lack of clarity on the desired skills and processes is evident in a number of the programmes such as Citizenship where it is stated that pupils should be taught about followed simply by a list of topic knowledge.

3 Do you have any comments on the content set out in the draft programmes of study?
Comments: General Schools play a vital role in supporting healthy and fulfilling lives, and developing responsible citizens who make a positive contribution to society. That is why the British Red Cross wants every young person to learn first aid and humanitarian education as statutory entitlements within the National Curriculum. These are currently missing from the content set out in the proposed curriculum framework. First aid should feature in science, PE and Citizenship. Humanitarian education should feature in Citizenship, Geography and History. They will help develop important skills, attitudes and values, make these subjects more relevant to the lives of young people today, and help to build a generation of lifesavers. Summary We are concerned that some elements of the existing curriculum have been removed, which reduce the opportunity for first aid and humanitarian education to be incorporated in logical places within the curriculum. We recommend the following specific inclusions: Subject Science Key stage KS1&2 Issues which should be included Hazards, risk assessment and taking action to reduce risks by checking the area is safe, altering an adult and calling for help; dealing with burns. Also, hygiene, shortages of food and clean water. Under All living things (p.130) we recommend the inclusion of basic first aid as part of recognising the impact of diet, exercise, drugs and lifestyle. In Biology, we recommend including how to treat bleeding and shock, unconsciousness and burns, circulation and basic first aid under health (including pandemics and epidemics). Also in science: climate change, hygiene and clean water, food and malnutrition, natural disasters. Basic first aid, the legalities and consequences of intervening in a medical emergency. Rights and responsibilities, duties and freedoms and taking part in decision making.

KS3&4

Citizenship

KS3&4

Geography

KS3

History

KS3

Physical Education

KS1&2 KS3&4

In addition to volunteering, playing an active role in the life of schools, neighbourhoods and wider society as a humanitarian and global citizen respecting life and human dignity and understanding the principles of international humanitarian law. Questioning, investigation and critical thinking around issues affecting the world and peoples lives. Linking this with the humanitarian impact of conflict, migration, natural disasters, climate change and the struggle to access food and clean water. Helping pupils to develop critical thinking skills and an understanding of their own place in the world their values and responsibilities to other people and the planet. The history of international humanitarian law, including the Geneva Conventions and its protection for victims of armed conflict. Inclusion of how to deal with fractures, sprains and unconsciousness; managing risks and recognising hazards.

At a minimum we recommend the following amendment to the Purpose of Study for both Physical Education and Science

First aid in Physical Education

We recommend the following amendments to the Purpose of Study: It should provide opportunities for all pupils to become physically confident in a way which supports their health and fitness, and their understanding of how to maintain the health and safety of themselves and others through basic first aid. In the Aims, we recommend that the text of the last bullet point is amended to: Lead healthy, active and safe lives.

First aid in Science

In science it is important to have evaluative skills and develop critical thinking. We recommend that the following amendment is made to the purpose of study: .all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science, and how ensure safe behaviour and reduce hazards in their learning.

Supporting First Aid and Keeping Safe First aid is a life skill which children can learn from KS1. Our research shows that children as young as 5 years old can learn basic first aid techniques, how to keep themselves safe and how to call for help. As children get older, they participate in more risky behaviours. It is important that as they do so, they have knowledge and confidence at the forefront of their minds that they can call upon in an emergency.

That is why we urge the Government to reconsider the inclusion of basic first aid within core parts of the curriculum, so that children can build their knowledge and confidence in their skills, and develop an unquestioning willingness to step forward and help. Not only will this increase resilience of individuals, but also that of their families and wider community.

Jill Sandeman, from Eggars School in Hampshire teaches first aid as part of Citizenship. She says, about the pupils: They feel that they now have a choice about being able to help in a number of situations where before they could only react and often would have previously had nothing to offer. They have gained in confidence and are certainly a better team as well as having vital knowledge. This is their favourite aspect of the citizenship course as it is practically based and obviously progressive. They also talk to their parents about the scenarios. I like the fact that they can be independent learners. They are more self confident. They are more aware of themselves and of others.

International Humanitarian Law (IHL) The current Citizenship curriculum at Key Stage 4 explicitly states that students should learn that International Humanitarian Law aims to provide protection for victims of armed conflict and children caught up in fighting. The inclusion of IHL provides a place to explore complex contemporary issues relating to conflict while helping to develop universal humanitarian values. It gives pupils an opportunity to learn about how IHL protects the victims of armed conflict including young people affected by the fighting. More broadly it helps students to explore the humanitarian principles that underpin IHL specifically and humanitarianism in general. Regrettably, we note that IHL has not been included in the new proposed curriculum. IHL is distinctive in that, as a State Party to Geneva Conventions of 1949 and their Additional Protocols the UK Government has a treaty obligation to disseminate IHL. All four 1949 Geneva Conventions reaffirm the general obligation to disseminate the texts (GC I/II/III/IV, Articles. 47/48/127/144 respectively): "The High Contracting Parties undertake, in time of peace as in time of war, to disseminate the text of the present Convention as widely as possible in their respective countries, and, in particular, to include the study thereof in their programmes of military and, if possible, civil instruction, so that the principles thereof may become known to all their armed forces and to the entire population". The 1977 Protocols I and II and the 2005 Protocol III Additional to the Geneva Conventions contain similar obligations (API/II/III Articles 87/19/7 respectively). At the 30th International Conference of the Red Cross and Red Crescent in 2007, the European Union pledged to pursue, without prejudice to Member States competencies, its efforts in promoting the integration of IHL education into education systems. The EU Member States, including the UK, agreed to, where appropriate, work with their respective National Society in

implementing the joint European Union pledges. At the same International Conference, the UK and the British Red Cross together also jointly pledged: As part of our commitment to promoting awareness and understanding of the principles of international humanitarian law (IHL), and recognising the special status of the British Red Cross Society as an auxiliary to the government in the humanitarian field, to continue and expand our co-operation in encouraging IHL instruction in schools and supporting its implementation, in all parts of the United Kingdom. The UK Government also pledged to disseminate IHL through the education system at the 2006 European Education Leadership Seminar, held under the auspices of the Austrian Presidency of the EU. The 2006 pledge reaffirmed a pledge made in 2003. Further obligations to disseminate IHL and related topics can be found in Article 42 of the 1989 Convention on the Rights of the Child and Article 6 of the 2000 Optional Protocol to the Convention of the Rights of the Child on the involvement of children in armed conflict. Both oblige States Parties, in effect, to undertake to make the principles and provisions of those instruments widely known and promoted by appropriate means, to adults and children alike. The UK is a party to both instruments. The inclusion of IHL in the English curriculum in 2007 was a significant achievement which demonstrated the UKs commitment to meeting the aforementioned obligations and responsibilities, and was a positive signal to other countries which look to the UK for leadership in a number of areas, including IHL. Through teaching IHL in schools across the UK over the past 6 years the British Red Cross has observed that teachers have found IHL to be a useful tool to increase understanding of, amongst others, international relations, history, universal humanitarian values, conflict and citizenship, all of which contribute to the overall objectives of the citizenship curriculum. It would seem that the removal of IHL education from the National Curriculum would be a regrettable omission, which would affect the good progress made thus far. Consequently, we respectfully suggest that an explicit mention of IHL remains warranted. In the light of the above, and taking into consideration the stated aim of the National Curriculum for citizenship to develop sound knowledge and understanding of the role of law in our society and how laws are shaped and enforced the reinstatement of IHL into the proposed curriculum might be achieved by referencing IHL within the citizenship programmes of study at Key Stage 4 and, if appropriate, Key Stage 3. Specifically, at Key Stage 4 IHL could be mentioned within local, regional and international governance and the United Kingdoms relations with the rest of Europe, the Commonwealth and the wider world. If appropriate, at Key Stage 3, IHL could be mentioned in the fourth bullet point, the nature of rules and laws. IHL education could also be accommodated within the history programme of study, at Key Stages 3 under the aim gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. For example when learning about the Second World War, a key learning point should be the development of the 1949 Geneva Conventions in response to the humanitarian impact of this armed conflict.

We are concerned that, despite the impact of globalisation on our society and the lives of young people, the proposed curriculum does not itself enable young people to have a suitably weighted international perspective in subjects such as history and citizenship, instead the proposed draft programmes of study give a UK focused perspective rather than addressing relevant international issues and content from which much wider learning can arise

PSHE
We also urge the government to reconsider the position of PSHE within the curriculum. This subject gives valuable space in the curriculum for pupils to explore issues which affect their resilience, which in turn contributes to society as a whole. We strongly recommend that PSHE is prioritised as a foundation subject and is mandatory in school.

4 Does the content set out in the draft programmes of study represent a sufficiently ambitious level of challenge for pupils at each key stage?
Sufficiently ambitious Not sufficiently ambitious Not sure

Comments: We are concerned that the course content in the draft curriculum fails to build adequate context around the issues being studied, and that this will limit the opportunities for pupils to explore and discover relevance to their own lives from the lessons they learn in school. We strongly urge the Government to rethink the omissions we have highlighted in the section above, as a means of developing greater understanding for each subject. In the Citizenship programme of study much of the content is knowledge driven rather than process and outcomes driven which lends itself to the learning of facts rather than the assimilation of knowledge and the ability to apply it. Young people must be able to confidently use learning to respond to events in their own lives and the lives of others.

5 Do you have any comments on the proposed wording of the attainment targets?

Comments:

We welcome the fact that application, understanding, skills and processes are referred to in the attainment targets in respect of the programmes of study but a lack of clarity on the desired skills and processes is evident in a number of the programmes such as Citizenship where it is stated that pupils should be taught about followed simply by a list of topic knowledge. If the attainment targets are to be described in this way then they should relate more closely to the content described within the programme of study.

6 Do you agree that the draft programmes of study provide for effective progression between the key stages?
Agree Disagree Not sure

Comments: First aid is a life skill which children can learn from KS1. Our research shows that children as young as 5 years old can learn basic first aid techniques, how to keep themselves safe and how to call for help. As children get older, they participate in more risky behaviours. It is important that as they do so, they have knowledge and confidence at the forefront of their minds that they can call upon in an emergency. That is why we urge the Government to reconsider the inclusion of basic first aid within core parts of the curriculum, so that children can build their knowledge and confidence in their skills, and develop an unquestioning willingness to step forward and help. Not only will this increase resilience of individuals, but also that of their families and wider community.

7 Do you agree that we should change the subject information and communication technology to computing, to reflect the content of the new programmes of study?

Agree Comments: N/A

Disagree

Not sure

8 Does the new National Curriculum embody an expectation of higher standards for all children?
Yes Comments: N/A No Not sure

9 What impact - either positive or negative - will our proposals have on the 'protected characteristic' groups?

Comments: The British Red Cross helps people in crisis, and in doing so often finds its focus as being on the vulnerable. First aid has been proven to help build confidence and self-esteem as well as being a skill which can be of use to anyone at any time. We urge the Government to incorporate it into the foundation subjects in order to ensure that all children and young people have the opportunity to learn and benefit from that knowledge. Humanitarian education is focused on the humanitarian impact of local and global contemporary issues. The methodologies employed develop skills, attitudes, values and behaviours that promote respect for life and human dignity. Through participative methodologies that encourage critical thinking, communication skills and looking at issues through multiple perspectives, young people develop into better informed and more resilient citizens who have the knowledge, understanding, confidence and ability to help themselves and others affected by crisis on a personal, community, national or international context.

10 To what extent will the new National Curriculum make clear to parents what their children should be learning at each stage of their education?
Comments: N/A

11 What key factors will affect schools ability to implement the new National Curriculum successfully from September 2014?

Comments:

12 Who is best placed to support schools and/or develop resources that schools will need to teach the new National Curriculum?
Comments: Supporting First Aid and Keeping Safe The British Red Cross has undertaken extensive research and piloting of resources to teach children of all ages basic first aid and life saving skills. We have developed a range of resources (often free, or low cost, both physical and online) for teachers with no prior knowledge of first aid to incorporate into their lessons in whatever way they are most comfortable with. We know that other organisations have produced similar resources and believe that the range of what is available is adequate for most teaching styles and approaches. Our resources are high quality and require minimal preparation. They can be inserted into a range of subjects and in so doing, add excellent context to issues of safety, social responsibility and having the confidence and willingness to step forward and help effectively in a medical emergency. Comments from teachers using our first aid resources: "The kit overall is incredibly helpful for teaching young people first aid skills. It motivates them, they have a dummy, bandages, slings and everything. I teach first aid in all year groups from 7 11, so every year I teach them again, not just once, I want them to be really confident in practising first aid PSHE Teacher All tutors were able to use the resources on the CD - even the ones who have had no first aid training Head of Year 11. The First Aid Education Kit from the British Red Cross is a new way of looking at first aid education making it much more accessible for a wide range of people. On its own the CD-ROM would be an excellent resource but when coupled with the other equipment in the pack it is an

exceptional buy. LEA representative.

The children drew from personal experiences and shared with the class very enthusiastically those which related to the topics. On at least one occasion over one third of the year 1 class had either experienced a burn or seen someone else get burned. One teacher was surprised how few of them (the children) knew to cool a burn before the lesson began. Feedback from Primary First Aid Teaching resource
Humanitarian Education and International Humanitarian Law According to Article 3 of the Statutes of the International Red Cross and Red Crescent Movement, as agreed by the International Conference of the Red Cross and Red Crescent, which includes States, National Societies like the British Red Cross Society have a mandate to disseminate awareness and understanding of IHL and to assist their governments in such dissemination. The Royal Charter of the British Red Cross Society gives the Society the power to, amongst others, act as an autonomous auxiliary to the public authorities in the humanitarian field, with a special role in enhancing respect for humanitarian values and human dignity; to disseminate knowledge of the Fundamental Principles and of International Humanitarian Law through publications, education programmes and in other ways; and to co-operate with Our Ministers to ensure respect for International humanitarian Law (Article 5.1, 5.2 and 5.3 respectively.) At a practical level the British Red Cross (BRC) has developed a wide range of IHL teaching resources for primary and secondary school students, including lesson plans, assembly kits, and teaching packages, which have all been tried and tested with schools across the UK. The BRC also has a network of school speakers (volunteers or staff in our youth and schools teams), who are trained to be able to work with students of all ages using our educational resources. The British Red Cross is therefore well placed to support the implementation of IHL education within a revised National Curriculum. Comments from teachers on BRCs humanitarian education resources and activities. The Red Cross has brought these important topics to life and the pupils can see the purpose of learning. Citizenship teacher, Bristol area. (Sue Jenkins). Thanks for bringing the project to Greendown and helping to open the eyes of some of our pupils to the important issues you did which I am sure will help the pupils to develop into even better, more responsible young adults in the future Eileen Mochan, Greendown Community School. This is the most engaged I have seen the students all year, thank you Eddie Bradley, City Academy. I have used the Red Cross for the past 4 years in school and they have been wonderful. The staff that have run the courses work so hard and are very knowledgeable. The resources provided are of a similar standard and very reliable.

The resource deals with real life issues going off in the world and appears to be useful for English speaking and listening activities such as group discussions, individual presentations and role play components, as well as citizenship and PSE Excellent resource that is sufficiently engaging and intellectually stimulating for students who want to examine the issues on a level beyond the superficial. The resources on this website are extraordinary. Thank you for having them available.These lesson plans about IHL and others will be an invaluable resource.

13 Do you agree that we should amend the legislation to disapply the National Curriculum programmes of study, attainment targets and statutory assessment arrangements, as set out in section 12 of the consultation document?
Agree Comments: We wish to express concern over the intent to disapply the current National Curriculum programmes of study as that would in effect remove the explicit reference on IHL education from the statutory content of the National Curriculum. The current Citizenship curriculum at Key Stage 4 explicitly states that students should learn that International Humanitarian Law aims to provide protection for victims of armed conflict and children caught up in fighting. The inclusion of IHL provides a place to explore complex contemporary issues relating to conflict while helping to develop universal humanitarian values. It gives pupils an opportunity to learn about how IHL protects the victims of armed conflict including young people affected by the fighting. More broadly it helps students to explore the humanitarian principles that underpin IHL specifically and humanitarianism in general. Regrettably, we note that IHL has not been included in the new proposed curriculum. IHL is distinctive in that, as a State Party to Geneva Conventions of 1949 and their Additional Protocols the UK Government has a treaty obligation to disseminate IHL. All four 1949 Geneva Conventions reaffirm the general obligation to disseminate the texts (GC I/II/III/IV, Articles. 47/48/127/144 respectively): "The High Contracting Parties undertake, in time of peace as in time of war, to disseminate the text of the present Convention as widely as possible in their respective countries, and, in particular, to include the study thereof in their programmes of military and, if possible, civil instruction, so that the principles thereof may become known to all their armed forces and to the entire population". Disagree Not sure

The 1977 Protocols I and II and the 2005 Protocol III Additional to the Geneva Conventions contain similar obligations (API/II/III Articles 87/19/7 respectively). At the 30th International Conference of the Red Cross and Red Crescent in 2007, the European Union pledged to pursue, without prejudice to Member States competencies, its efforts in promoting the integration of IHL education into education systems. The EU Member States, including the UK, agreed to, where appropriate, work with their respective National Society in implementing the joint European Union pledges. At the same International Conference, the UK and the British Red Cross together also jointly pledged: As part of our commitment to promoting awareness and understanding of the principles of international humanitarian law (IHL), and recognising the special status of the British Red Cross Society as an auxiliary to the government in the humanitarian field, to continue and expand our co-operation in encouraging IHL instruction in schools and supporting its implementation, in all parts of the United Kingdom. The UK Government also pledged to disseminate IHL through the education system at the 2006 European Education Leadership Seminar, held under the auspices of the Austrian Presidency of the EU. The 2006 pledge reaffirmed a pledge made in 2003. Further obligations to disseminate IHL and related topics can be found in Article 42 of the 1989 Convention on the Rights of the Child and Article 6 of the 2000 Optional Protocol to the Convention of the Rights of the Child on the involvement of children in armed conflict. Both oblige States Parties, in effect, to undertake to make the principles and provisions of those instruments widely known and promoted by appropriate means, to adults and children alike. The UK is a party to both instruments. The inclusion of IHL in the English curriculum in 2007 was a significant achievement which demonstrated the UKs commitment to meeting the aforementioned obligations and responsibilities, and was a positive signal to other countries which look to the UK for leadership in a number of areas, including IHL. Through teaching IHL in schools across the UK over the past 6 years the British Red Cross has observed that teachers have found IHL to be a useful tool to increase understanding of, amongst others, international relations, history, universal humanitarian values, conflict and citizenship, all of which contribute to the overall objectives of the citizenship curriculum. It would seem that the removal of IHL education from the National Curriculum would be a regrettable omission, which would affect the good progress made thus far. Consequently, we respectfully suggest that an explicit mention of IHL remains warranted through retention of the current programme of study in citizenship and its inclusion in future statutory curriculum content.

14 Do you have any other comments you would like to make about the proposals in this consultation?
Comments: PHSE is not incorporated within the list of core and foundation subjects in the consultation. However, in the opening paragraph on page 5, para 2.3 states that all schools should make provision for PSHE. We are concerned that schools will not be clear why or how provision should be made if it is not one of the subjects for which a curriculum has been provided. We are concerned that despite the early statement, schools will not prioritise it as they strive to make the changes to other subjects as set out in the document. We believe that the wider benefits of young people learning PSHE are significant, particularly if the syllabus includes basic first aid and helping behaviour which will help to build the resilience of society as a whole.

15 Please let us have your views on responding to this consultation (e.g. the number and type of questions, whether it was easy to find, understand, complete etc.)
Comments:

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Completed questionnaires and other responses should be sent to the address shown below by 16 April 2013 Send by post to: Consultation Unit, Area 1c, Castle View House, East Lane, Runcorn, Cheshire, WA7 2GJ.

Send by e-mail to: NationalCurriculum.CONSULTATION@education.gsi.gov.uk